Doctoral students' conceptual understanding of data visualization declined significantly over twelve months following structured instruction¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Conceptual-understanding rubric scores declined significantly over the retention interval, averaging about a quarter of a rubric point per six-month interval. → Francisco José Jiménez-Hornero 2026

Evidence¶

Francisco José Jiménez-Hornero 2026¶

Francisco José Jiménez-Hornero, Eduardo Gutiérrez de Ravé. (2026). Conceptual and procedural knowledge retention in data visualization: a longitudinal study of doctoral learning and instructional design implications. Instructional Science. https://doi.org/10.1007/s11251-026-09808-0

q3 · i? · associational · r1

Longitudinal LMM analysis of 40 doctoral students' rubric scores at T0, T1, and T2, with time as fixed effect and participant as random intercept. Means fell from 3.82 to 3.32; "the effect of time was F(2, 78) = 32.6, p < 0.001". The β = −0.25 coefficient indicates gradual decline.

"For the conceptual-understanding rubric, the effect of time was F(2, 78) = 32.6, p < 0.001. Predicted marginal means decreased from T0 (M = 3.82, 95% CI [3.70, 3.94]) to T1 ( M = 3.56, 95% CI [3.44, 3.68]) and T2 ( M = 3.32, 95% CI [3.19, 3.45])."

Discussion¶

Related Claims¶

• The correlation between conceptual understanding and procedural execution weakened over time, becoming largely independent after one year
• Procedural losses were steepest for axis labeling and annotations, while conceptual losses were steepest for explanation of scales and terminology
• Procedural execution in data visualization declined significantly and more steeply than conceptual understanding over twelve months — related
• Rubric-based assessment showed substantial to almost-perfect inter-rater reliability across all three time points — related